Matching Items (3)
Filtering by
- Creators: Dean, W.P. Carey School of Business
Description
The transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be even greater for students with vulnerable backgrounds. This phenomenological action research study followed the five-month community college to the university transition experience of five students in a scholarship program. The students participated in a three-part intervention in support of their transition experience. Three theoretical perspectives framed the study: community cultural wealth, transition theory, and transfer student capital. This framework enabled me to first identify the strengths the students possessed, despite their vulnerable backgrounds, through participation in individual interviews. The students then participated in pre- and post-focus groups and completed pre- and post-questionnaires. Through these, they identified which transition coping skills were their strongest and which transfer capital they possessed from their community college experience. They also shared how they applied those prior learned skills and capital at the university. This study revealed how these students utilized their strengths at moments when they lacked certain coping skills and transfer capital during their transition experience. One particular strength was how the students accessed the resources of the scholarship program at the center of this study to help them with their sense of the ability to succeed at the university.
ContributorsMartinez, Jo Ann Lopez (Author) / Harris, Lauren M (Thesis advisor) / Mcintyre, Lisa (Committee member) / Plinske, Kathleen (Committee member) / Arizona State University (Publisher)
Created2019
Description
This paper argues that improved student disability services at universities can limit the amount of stress that burdens students with disabilities in order to, improve their mood and create greater possibilities for successful student outcomes. This study begins by reviewing the progress that has been made in the 20th and 21st centuries in terms of heightened awareness and legislation that benefit people with disabilities. In addition, it applauds the efforts made so far at the Arizona State University Polytechnic and Tempe campuses, but also seeks to highlight some concerns that might become a focus of future policymaking endeavors. The applause and concerns are based on the experience of the author with ASU’s Disability Resource Center (DRC), now rebranded as the Student Accessibility and Inclusive Learning Services (SAILS). The author’s lens of physical/mobility limitations yields insight into the accessibility of the unique programs
offered by ASU’s Study Abroad Office as well as the daily transportation efforts of the DRC/SAILS’s DART service. The particular experiences discussed include a Barrett Global Intensive Experience trip to Ireland, the use of the on-campus DART transportation service at Polytechnic and Tempe, handicap parking and elevator placement at Polytechnic, the intercampus shuttle, and the future of Zoom as a means of providing accessibility to students with disabilities. This paper will make recommendations to the appropriate parties for possible changes to policy and/or procedure and alterations to the current state of tangible obstacles.
offered by ASU’s Study Abroad Office as well as the daily transportation efforts of the DRC/SAILS’s DART service. The particular experiences discussed include a Barrett Global Intensive Experience trip to Ireland, the use of the on-campus DART transportation service at Polytechnic and Tempe, handicap parking and elevator placement at Polytechnic, the intercampus shuttle, and the future of Zoom as a means of providing accessibility to students with disabilities. This paper will make recommendations to the appropriate parties for possible changes to policy and/or procedure and alterations to the current state of tangible obstacles.
ContributorsAguilar, Cuitlahuac (Author) / Meloy, Elizabeth (Thesis director) / Kelley, Jason (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
This project analyzes aspects of ESports and gaming in relation to college/university students and college/university campuses. The specific focus of the project was establishing that there was an interest in additional Esports and gaming engagement on campus and then determining what manner of engagement was most desired by students. In order to discover the most popular form of Esports and gaming engagement for students, we held two events: a recreational ESports Competition and tutorials to teach students how to mod video games. After carrying out these events we established that an Esports Competition was a more popular form of engagement. However, we also established that both forms of engagement would be successful with proper marketing and execution.
ContributorsRips, Joshua (Author) / Peles, Joseph (Co-author) / Chan, Brennan (Co-author) / Byrne, Jared (Thesis director) / Lee, Christopher (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2022-05